Results for MED

Topics include obesity rates in America, the health and food education in our schools, the fundamentals of nutrition, the challenges of processed foods, the various lifestyle choices and fads surrounding healthy eating, and the complex ecology of food insecurity and welfare.

Pre-field group directed reading for Alternative Spring Break: Healthcare of Underserved Communities in Central California.

Alternative Spring Break class. Pre-field course for students participating in the Health Accessibility Alternative Spring Break trip. Focuses on the Bay Area and the current state of the U.S. healthcare system, how it has developed, and how it can be transformed to ensure greater accessibility for all.

Investigates how scientific research informs how physicians take care of patients and how clinical research informs how scientific experiments are conducted. Topics include how these two processes have improved health and have resulted in innovation and scientic progress; specific human disease areas in allergy and immunology that affect all ages of patients globally, including food allergy; scientific concepts of research that helped in discovery of novel diagnostics and treatment of disease; ethical roles of physicians and scientists in conducting translational research in human disease.

(Formerly 117Q) Prefersnce to freshmen. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.

Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.

(Same as MED 221; graduate and medical students enroll in MED 221) Open to undergraduate students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project.

This course will explore the role of health care systems in societies around the world, identifying the common challenges facing health care systems and how different institutional structures in different countries perform in response to these challenges. We will structure the course around general conceptual frameworks related to key health system institutions (including financing, insurance, provider payment, patient cost-sharing, and the regulation of medical technology). From this foundation, we will draw on the experience of individual countries (high and low income, with heavy chronic disease and infectious disease burdens) to illustrate the function of these institutions under real-world circumstances observed around the globe.

The Practice of Happiness is a 1-unit credit course that provides students with tools and strategies to develop a sustainable approach to their happiness and well-being. Students will learn breathwork- and meditation-based processes to decrease stress and increase happiness and peace. In addition, students will also engage in community-building group discussions, interactive processes, and study happiness-based research to discover for themselves what happiness is, and how it can be sustained as a personal practice. In addition to weekly sessions, there are 3 mandatory back-to-back sessions over a weekend in the quarter- hours will be Friday: 6:30pm - 10pm; Saturday/Sunday: 1pm - 5pm (exact dates TBD). See yesplus.stanford.edu for further insight into the program. Enrollment limited; priority to residents of Castano Hall; others selected by application.

Open to undergraduate, graduate, and medical students. Principles of health education, health coaching, theories of behavior change, methods for risk reduction. Presentations of health education modules, focusing on topics prevalent among underserved populations. Students apply theoretical frameworks to health education activities in the Cardinal Free Clinics. Application required.

Open to undergraduate, graduate, and medical students. For students who have completed MED 143A/243A and currently volunteer in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Prerequisite: successful completion of MED 143A/243A.

Preparation for the Alternative Spring Break trip. Current issues regarding HIV/AIDS worldwide and in the United States, with a specific focus on San Francisco. Topics include biology, transmission, prevention, pharmaceutical development, discrimination, stigma, access to health care, and perspectives of affected communities. Students enrolling for 3 units attend both Monday and Wednesday sections; medical students who can only attend Wednesday session have option to enroll for 2 units. See asb.stanford.edu for more information.

The quality of health care often depends as much on the interpreter as the provider. This foundation courses prepares bilingual students to work as medical interpreters in hospital and clinic settings. Students learn basic interpreting skills; ethics; communication techniques; medical vocabulary; key healthcare information; communication skills for advocacy; how to draft practical, working solutions, and professional development. By application only; must be an accepted Cardinal Free Clinic (CFC) interpreter volunteer. Applications accepted in Fall for Winter quarter and in Winter for Spring quarter. Students registering for this 2-unit course are required to interpret at the clinic a minimum of 2 weekend sessions; upon completion of this course, students can continue to volunteer at CFC for academic credit.

Undergraduates are paired with a physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital. May be repeated for credit. Prerequisite: Application and acceptance to the SIMS program.

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for undeserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. Clinical students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. By application only. Visit http://cfc.stanford.edu for more information.

Continuation of MED 184A/MED 284A. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

This course is a lecture series offered during the winter quarter. The aim of this seminar is to allow medical students to experience the mindset of primary care physicians in real time. Classes feature presentations of patient cases submitted by Stanford faculty. Faculty presenters are provided with the diagnostic information for the cases in a sequential manner during and not in advance of each class, allowing students to learn from the thought process of physicians in real time as they put together the differential diagnosis, interpret diagnostic information, deliberate treatment and management options, and discuss other thoughts about the cases.

(Same as PEDS 202B) Second quarter of a two-quarter course provides hands-on experience summarizing qualitative data and describing findings for dissemination. Final course product will be a draft manuscript for submission with students listed as co-authors. Core topics include: identifying themes and representative quotes, community-engaged dissemination, abstract submission, posters, oral presentations, manuscript writing, and journal selection. Prerequisite: Successful completion of MED 202A.

Open to MD, graduate, and undergraduate students. Classroom preparation followed by a one week spring break service learning experience on a reservation in South Dakota. Introduces students to the challenges and promise of Native American and rural health care, and the role of communities as leaders and problem solvers. Includes lectures, discussion and readings pertaining to Native American culture, current research in Native American health, and the methods and practice of community based participatory research.

A clinical and quality improvement experience for pre-clerkship medical students. The course provides early clinical experience for pre-clerkship medical students, to engage with patients in multiple healthcare environments (inpatient medicine/outpatient medicine/skilled nursing facilities/patients¿ homes). Students gain an understanding of the challenges patients face during the transitions, and learn and help design quality improvement initiatives to improve patient outcomes and reduce readmissions. Course features include working as part of an interdisciplinary healthcare team and promoting patient empowerment. Students work closely with Stanford Department of Medicine faculty and with Stanford Internal Medicine residents, and are trained to use health coaching, motivational interviewing, and shared decision-making skills.

Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.

Begins with studying Shamanistic medicine, practiced by humans throughout the globe, for millennia. Covers magico-religious medicine developed in ancient Egypt, Mesopotamia and Greece; the 4th Century BC with Hippocrates beginning to separate medicine from religion and magic; the slow progress in ancient Rome, the medieval period, and during the Renaissance; and the acceleration in the pace of discoveries In the last few centuries, as medicine became more scientific, complex, and specialized as Pasteur developed the germ theory of disease, Darwin and Mendel publications begin the development of Evolution and of Genetics, Watson and Crick solved the mystery of DNA structure, organ transplants began, and imaging procedures such as CT and MRI came into being. Lectures are profusely illustrated, and, for the sake of comparison, two equally ancient systems of medicine, the traditional Chinese and the Vedic, are briefly reviewed.

Preference given to postgraduate fellows and graduate students. Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.

Second in a three-quarter seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.

(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter.

Focus is to fine tune critical thinking skills by analyzing original publications and understanding the current complexities of the cardiovascular system. Students attend a lecture series presented by prominent external speakers one day of the week and learn new approaches and medical advances from Stanford faculty during the other class meeting. Medical and graduate students interested in cardiovascular medicine and research, technology development, genetics and immunology are encouraged to enroll.

Enrollment limited to graduate students; undergraduates in their junior or senior year may enroll with consent of instructor only. Introduces research methods for conducting studies involving health in low-income context. Focuses on developing a concept note to support a funding proposal. addressing research question of student's interest. Skills developed include developing a compelling research question; synthesizing a focused literature review; selecting and adapting appropriate study design, target population, sampling methods, data collection and analysis; addressing human subject issues; developing productive cross-collaboration.

For preclinical or clinical medical students, and others with permission. Introduces students to diagnostic ultrasound at the bedside. The normal anatomy of the heart, abdomen, and pelvis pertinent to ultrasound is taught. Some pathology involving these areas is also introduced. As the students' proficiency increases, those electing to can visit the Pacific Free Clinic to be introduced to scanning patients. 1 unit for class attendance only 2 units for class attendance and observation in Stanford Echo Labs.

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with a call made by the editor-in-chief of The Lancet for a literature of global health, namely fiction modeled on the social reform novels of the nineteenth century, understood to have helped readers develop a conscience for public health as the field emerged as a modern medical specialty. We will then spend the quarter understanding how colonial, postcolonial, and world literatures have answered and complicated this call. Readings will include prose fiction by Albert Camus, Joseph Conrad, Tsitsi Dangaremgba, Amitav Ghosh, Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese, Paul Farmer. And each literary reading will be paired with medical, philosophical, and policy writings that deeply inform the field of global health.

(HumBio students must enroll in HumBio 140.) Chromosomal, hormonal and environmental influences that lead to male and female reproductive systems and neuroendocrine regulation and intersex variants. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and other factors, in particular gender, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Prerequisite: Human Biology core or equivalent, or consent of instructor. HUMBIO students must enroll for 3 units.

Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics.

Weekly lectures on how human rights violations affect health. Topics include: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva.

Open to undergraduate, graduate, and medical students. For students who have completed MED 143A/243A and currently volunteer in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Prerequisite: successful completion of MED 143A/243A.

Student led forum for practicing and learning medical Spanish related specifically to the medical interview. Prepares clinical students to interact more effectively with Spanish speaking patients in clinics. Classes are topical; each class includes a demonstration, medical vocabulary practice, and conversational practice on the topic of the day.

Teams of preclinical students meet weekly with a clinical student to hear the history and physical of a recent case the clinical student encountered on the wards. Following the presentation, the preclinical students work together under the guidance of the clinical student to develop a problem list and plan, which are then compared with the problem list, plan, and orders made by the actual admitting team. In the course of presenting the cases, the clinical student describes personal experiences and practical components of ward work and daily clinical routine.

Forum. How to identify and approach ethical dilemmas that commonly arise in biomedical research. Issues in the practice of research such as in publication and interpretation of data, and issues raised by academic/industry ties. Contemporary debates at the interface of biomedical science and society regarding research on stem cells, bioweapons, genetic testing, human subjects, and vertebrate animals. Completion fulfills NIH/ADAMHA requirement for instruction in the ethical conduct of research. Prerequisite: research experience recommended.

Engages clinical researchers in discussions about ethical issues commonly encountered during their clinical research careers and addresses contemporary debates at the interface of biomedical science and society. Graduate students required to take RCR who are or will be conducting clinical research are encouraged to enroll in this version of the course. Prequisite: research experience recommended.

Second of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, student will broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student will engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly Monday evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A.

In order to affect broad-based change in the health of populations, advocates must look upstream to the social and economic factors that impact health. Most powerful among these factors are the policies that shape our lives and the context in which we make individual and collective decisions. This course gives students the skills and tools to influence the policy process through various avenues, including legislative and media advocacy. Students select a current community health issue of interest and track relevant policy initiatives and media coverage of the issue to serve as the foundation for the application of real-time advocacy strategies. Prerequisites: MED 257A or consent of instructor.

Advanced methods currently used in published model-based cost-effectiveness analyses in medicine and public health, both theory and technical applications. Topics include: Markov and microsimulation models, model calibration and evaluation, and probabilistic sensitivity analyses. Prerequisites: a course in probability, a course in statistics or biostatistics, a course on cost-effectiveness such as HRP 392, a course in economics, and familiarity with decision modeling software such as TreeAge.

Preference to graduate students with prior coursework in Epidemiology. Focuses on understanding the theory and empirical evidence that shows support for the relationships between social environments and health. Covers four main topics: the historical development of social epidemiology, and a survey of the major theories in social epidemiology; the three main empirical approaches used to generate new knowledge in social epidemiology: traditional observational studies, quasi-experimental studies and experimental approaches; how the constructs of social class, race/ethnicity and gender are used in social epidemiology; new emerging empirical approaches within the field including the application of causal, machine learning and complex systems methods.

In this two-quarter course series (BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2017), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2017), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for undeserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. Clinical students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. By application only. Visit http://cfc.stanford.edu for more information.

Continuation of MED 184A/MED 284A. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.

Students work with their faculty mentor on projects and studies that are broadly centered around the following questions: How do we teach and emphasize to students, residents, physicians (and beyond) in the medical field the need to master bedside skills? How does bedside medicine effect patient care? How has patient care changed with the omnipresence of technology in our lives? How is bedside medicine going to change in the next few decades, centuries? In investigating these questions, students utilize scientific articles and data, engage patients, and collaborate with BedMed faculty and staff. Independent study projects culminate in a presentation to the BedMed team, with the potential for posters or manuscripts. Students paired with faculty based on their area of interest and faculty/project needs. As the Program in Bedside Medicine emphasizes the human connection with patients, students are encouraged to engage patients within our program for teaching sessions, research studies, among other projects. Most of the faculty students with whom students will work are a part of the Stanford Medicine 25 Initiative: http:/stanfordmedicine25.stanford.edu/about/. Students are encouraged to develop relevant projects with the initiative as a foundation. Enrollment varies with and is limited to faculty need. Repeatable for credit; more than one quarter of commitment expected.

(For clinical MD students only) Prepares students to manage the victim of a cardiac arrest. Knowledge and skills necessary for resuscitation of critically ill patients. Clinical scenarios and small group discussions address cardiovascular pharmacology, arrhythmia recognition and therapy, acute coronary syndrome including myocardial infarction, ventricular dysrhythmias and defibrillation, and acute ischemic stroke. Requires pre-course preparation and an intensive two-day session on a Friday and Saturday. Students should get the approval of their Clerkship Coordinator before registering for the course. Recommended prerequisites: Medicine 300A, Pediatrics 300A, or Surgery 300A.

Prerequisite: consent of instructor.

Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.